Meeting the Needs With Picture Books

1. Meeting the Needs With Picture Books http://etown.kyschools.us/sch_HHES/classrooms/library.htm Lisa Haycraft Media Specialist at Helmwood Heights Elementary

2. What the research says: • “Finding books that are disability-positive may take some digging, but it is worth the effort. Truly inclusive books serve to dispel stereotypes, prevent bullying and support students who are labeled “disabled”.”

3. “The reason to include socially inclusive books in the classroom is to educate everybody about everyone,” said Patrick Schwarz, a diversity-in-learning professor at National-Louis University in Chicago and author of From Disability to Possibility. Experts Say: http://www.tolerance.org/magazine/number-36-fall-2009/inclusion-bookshelf

4. The Crayon Box That Talked by S. DeRolf Before reading, have kids pick one crayon of their choice and draw a picture. After about 5 min., have them get their whole box of crayons out to draw another picture. Ask them, which picture do you like the best? Why? Which picture would you like to hang up? Most all kids will pick the one with many colors. Say, “What a boring world it would be if we were all alike, like the picture drawn with only one crayon”. “Diversity in the world makes it wonderful”. Then read the book. We All Sing With the Same Voice by J. Phillip Miller After listening the the book (song) on CD once, play CD again. Students hold hand in a circle, one steps out then back in on each line, singing if they can. Then when it says “My name is you” all are in the circle again. And all are in the circle together holding hands during the chorus. Books and Activities http://www.tolerance.org/activity/what-can-we-learn-box-crayons

5. Don’t Laugh at Me by S. Seskin During listening to the lyrics of this song or the words in this book, have kids draw what they hear and see in their mind. Have them visualize and draw. After reading, discuss how they should not laugh at those that are different from them. Can show the video of this book athttp://lessonplansos.blogspot.com/2011/08/dont-laugh-at-me.html Friends at School by R. Bunnett After reading, have the children sit in a circle and explain that you’re going to make a spider web. Give the first child the end of a ball of string. He or she holds the end with one hand and with the other rolls the ball to another child. Continue from child to child. Remind them to hold on. At the end discuss how we are all connected and the importance of being kind to everyone. Books and Activities http://www.randomactsofkindness.org/Educators/School-Activity-Ideas/Activities-for-Preschool/

6. Big Al and Shrimpy by A. Clements After reading, compare and contrast friends. Give kids a paper with a line drawn down the middle to divide it in half. Have them draw one friend on one side and a different friend on another. Have them share by telling what their friends look like, how they act, things they like to do. The kids can complete this sentence: “My two friends are the same because ________and my two friends are different because________. A Book of Friends by D. Ross After reading, lead a discussion about what it means to be a good friend. Have the kids describe some of the ways to be a good friend. Good friends give each other compliments (saying something nice to make them feel good). Have kids turn and give their partner (friend) a compliment. Books and Activities http://schools.cms.k12.nc.us/beverlywoodsES/Documents/Deccaring/pdf www.bcpss.org/bbcswebdav/xid-1230545_4

7. A,B,C for You and Me by M. Girnis After reading and discussing downs-syndrome, have students place a marshmallow on their tongue to get an idea of what it would be like if they had difficulty speaking and being understood. Have them tell a partner their favorite thing to eat. This will show them what it is like to not have the range of motion with their tongue. A Birthday for Ben by K. Gaynor After reading, discuss deafness or hard of hearing and hearing aids and talk about how children can still communicate. Have each student practice the signs (sign language) seen in the illustrations in the book which were illustrated by a deaf artist and are true to life. Books and Activities http://www.dssri.org/awareness.html

8. Hi! I’m Ben…and I’ve Got a Secret by J. Bouwkamp After reading, discuss with kids the proper way to talk to people with a disability is to treat them the same way you would treat anyone else. Role play various scenarios in which your child meets someone with a disability (child with one arm on baseball field, older person in a wheelchair) Emphasize the proper way to respond in each situation. Hooway for Wodney Wat by H. Lester After reading, discuss how some master sounds of letters, especially the “r” sound faster than others. Ask why doesn’t Rodney want to play with the others? Have children explain how Rodney must feel. Ask children if they have ever felt the same way. To show how difficult it is to speak sometimes, play with tongue twisters. Practice saying the words faster and faster. Books and Activities http://www.ehow.com/how_7788605_teach-kids-disability-awareness.html http://www.rif.org/assets/Documents/StorySamplers/Tolerance.pdf

9. We Can Do It by L. Dwight Before Reading, discuss how everyone is unique and have similarities and differences. Tell kids they will be learning about some children who may look a little different, but they play and like the same things. Read the book. After reading, have students see what it would be like to be blind. (See handout) Understanding Sam and Asperger Syndrome by C. Van Niekerk After reading, have kids practice and role play the 10 helpful tips in the back of the book on how to be a friend and interact with someone who has Aspergers. Books and Activities http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/Education/ProjectChildrenLEAD/Curriculum/LessonPlans/PhysicalDifferences/Physicaldiff3

10. Just Because by R. Elliot After reading, have the students make two lists (you write them on chart paper or board) One list will be all the wonderful things about Clemmie that make her special (personality, curly hair), the other list will be the things that make her different (wheelchair, doesn’t talk). The kids will see the list that make her special and that her brother focuses on in the book is much longer. Miss Bindergarten Gets Ready for Kindergarten by Slate and Wolff After reading, take students on a picture walk through the illustrations again looking at how “Lenny the Lion” who is in a wheel chair is included naturally in all the adventures and is supported by his friends and teacher who never mention or direct their attention to his disability. Books and Activities Video of Author talking about book: http://www.youtube.com/watch?v=vdAcq5TfJyo http://www.differentdoodles.com/2012/01/10/every-little-opportunity/

11. My Brother Charlie by H. Robinson Peete After reading, have kids draw or tell about each of their family members doing something they are good at. Have them share with other kids. Emphasize that family members are different, like friends are different, and the differences make us unique. My Brother Sammy (Is Special) by B. Edwards Before reading, discuss: What is your favorite thing to play? What are your brother/sister/cousins/friends favorite things to play? Do you always like to play the same things? What is your favorite color? What is your favorite food? Discuss the similarities and differences between the class. Is it okay that we like different things? Is it okay to be different? After reading, kids could draw a picture of their family. Some families are big, some families are small, but we all love each other. Post everyones' family pictures so students can see the similarities and differences between families. Books and Activities http://6elementssje.blogspot.com/2010/11/element-five-raising-awareness-my.html Video of author discussing book: http://www.jollymom.com/2010/05/my-brother-charlie-story-about-autism.html http://bridgidschildrensliteratureblog.blogspot.com/

12. My Friend Isabelle by E. Woloson After reading, list the things that are different between Charlie and Isabelle. Ask how do they play together with these differences. List the ways that they are the same. These are why they have so much fun. Make scenarios of how you could play with someone if you were different from them. Explain that Isabelle is a child with a condition called Down Syndrome. She doesn’t look or act just like Charlie, but she can do the same things he does, with more time. Susan Laughs by J. Willis After reading, teach kids what it is like to have a physical limitation. Set out play-dough and tools like popsicle sticks and spoons. Tell them to keep one hand in their pocket as they make a sculpture such as a ball, box, or truck. When finished talk to them about how difficult it was for them to use only one hand. Explain that some people who don’t have two hands or legs have to make an extra effort to do the things we do, but they can still do them! Remember how Susan had fun doing all the things you can do! Books and Activities http://www.ehow.co.uk/list_6397871_disability-awareness-crafts-kids.html Also has lesson about painting blind to help teach disability awareness http://pages.towson.edu/cholmes/similarities/lesson.htm

13. Earnest the Moose Who Didn’t Fit In by C. Rayner After reading, give each child a different sized square, then have one larger square. Talk about how we are all different, but we all can “fit in” Elmer by D. McKee After reading, Use gray or brown card stock paper. Cut elephant template for each student, have them decorate by sponge paint or already cut out tissue paper square and triangle shapes, glue on. Can glue popsicle sticks to the back. Then have an Elmer display (parade), on the floor or table, so students can see how different they all are…It is fun to be different! Books and Activities Adapted from: http://www.teachpreschool.org/2010/08/book-and-activity-for-elmer-the-elephant/

14. I’m Here by P. Reynolds This book is about a boy with autism. After reading and discussing, have kids make paper airplanes or have them already made. Have them throw them to a partner and practice starting a friendship. What would you say? How would you try to make the other child feel? Role play. I’m Not by P. Smallcomb After reading, encourage kids to get to know each other by bringing in magnifying glasses, and mirrors. Let children spend time looking at themselves and each other, finding about their faces, hair, eyes. Encourage them to discuss how they are alike and how they are different both physically and in the things they like to do. Talk about ways people can be different and still be friends. Books and Activities Video of book: http://www.theresabook.com/2012/03/the-year-of-the-picture-book-im-here-by-peter-h-reynolds/ http://www.scholastic.com/teachers/article/how-create-caring-classroom-community

15. It’s Okay to be Different by T. Parr After reading, model and have students perform fingerplay to teach how it is fun to be different. (See handout) Leo the Late Bloomer by R. Kraus After reading, make flowers to show individual strengths. Cut out 3-inch circles and 5 petals for each student. Plus 1 for Leo as a demonstration, put Leo’s name and the students names on the circles. List on the petals what each thing Leo could do after he “bloomed”. Glue the petals to Leo’s circle. Write on the students petals what they can do! After the petals are glued to the circle, display the flowers to show that everyone has strenghs and grows at their own pace. Books and Activities http://www.livebinders.com/play/play/5168 http://www.dcmp.org/guides/10070.pdf

16. No Two Alike by K. Baker After reading, have some washable stamp pads and white paper available for the children to make fingerprints on. Take a look at them using magnifying glasses. Ask the children what they notice about the fingerprints. Are they different? The same? What else to they notice? Explain to the children that no two people have the exact same fingerprint. Swimmy by Leo Lionni After reading, pass out one goldfish (all the same color (yellow) except one multi-colored one). Tell kids to not eat it yet. Ask them what they noticed. Discuss how they feel about someone getting one that is different. Ask the child who got the different one how they feel. Discuss how we all want to be treated with love even though we are different. May need to pass out one to each child to eat before doing activity. Books and Activities http://www.2care2teach4kids.com/preschool/themes/all%20about%20me.htm

17. Hands Are Not For Hitting by E. Verdick During reading the second time, have kids act out the good things they can do with their hands as the characters in the book are doing it. If needed, have the kids act out the suggestions for redirecting frustrated energy in the back of the book. Press Here by H. Tullet During reading, have children follow the directions in the book as the book tells them. “Press the red dot” Shake the book gently” Have them follow these directions as if they were holding the book or have enough copies for the kids to do it themselves. Books and Videos

18. Shout! Shout It Out! By D. Fleming If you have a 1 year old, you might try working on their receptive vocabulary by asking them to point to the objects in the book (such as train, plane, cow).  --If you have a 2 year old, you might want to focus on colors and teaching your child to differentiate them.--If you have a 3 - 4 year old, you might want to use this book to work on letter recognition and letter-sound associations.  --If you have a 5 - 7 year old, you might want to focus on the last page of the book where all of the words are listed without pictures; try to see if your child has learned a few of the words in the book from sight, or encourage them to sound out the words.   The OK Book by A. Krause Rosenthal and T. Lichtenheld After reading, discuss with kids how they don’t have to be the best at things. They can try everything and be ok at it. Have them draw what they are ok at on the handout or have them draw a picture and use an index card with OK on it like in the book to look like they are the “ok kid” doing the action. Sentence at the top can say “I am ok at _______”. (See handout) Books and Activities http://www.helpreaderslovereading.com/2009/03/ok-book-by-amy-krouse-rosenthal.html http://landofonceuponatime.blogspot.com/2011/08/library-daze-3-easy-strategies-to.html

19. Someone Special, Just Like You by T. Brown After reading, have kids do one or more of the lessons from the website below. (See handout) Plant a Kiss by A. Krouse Rosenthal After reading, make a “kissing tree”. The tree trunk could be the child’s arm and hand, then when dry put lipstick on the child’s lips and have them kiss each branch. Discuss how no one will have one exactly the same, because we have different prints, but we can all give out love! Books and Activities http://www.adainformation.org/doc/lp_disabilityetiquette.pdf View video of book; http://www.youtube.com/watch?v=7FRFZHgABn8

20. Teaching Tolerance • “With teaching tolerance lesson plans, how these activities are presented is not as important as is the connections that are made by teaching children tolerance. When students learn and understand that while we are different, we are all the same, peace and harmony become attainable goals.” From: http://www.brighthubeducation.com/elementary-school-activities/69159-find-someone-who-game-for-promoting-tolerance/

21. Educational Websites for Inclusive Education • http://www.bookshare.org/ Accessible books and Periodicals for readers with print disabilities • http://www.brighthub.com/education/special/articles/110870.aspxGreat points about inclusion in children’s literature, other books suggested for different age levels • http://www.tolerance.org/ Classroom activities, teacher kits, can search by keyword • http://www.ehow.com/info_7932952 _preschool-children-learn-disabled-people.htmlPreschool activities that help children learn about disabled people • http://www.our-kids.org/Books/kidbook4.htm More books for preschoolers about disabilities

22. Resources Sharp, Peggy. What’s New In Children’s Literature and How to Use it in Your Program. Washington: Bureau of Education & Research, 2012. Print http://pages.towson.edu/cholmes/similarities/child.htm http://www.dssri.org/awareness.html http://lessonplansos.blogspot.com/2011/08/dont-laugh-at-me.html www.bcpss.org/bbcswebdav/xid-1230545_4 http://www.randomactsofkindness.org/Educators/School-Activity-Ideas/Activities-for-Preschool/ http://www.tolerance.org/magazine/number-36-fall-2009/inclusion-bookshelf http://www.ehow.com/how_7788605_teach-kids-disability-awareness.html http://www.rif.org/assets/Documents/StorySamplers/Tolerance.pdf http://www.pointpark.edu/Academics/Schools/SchoolofArtsandSciences/Departments/Education/ProjectChildrenLEAD/Curriculum/LessonPlans/PhysicalDifferences/Physicaldiff3

23. Resources http://www.differentdoodles.com/2012/01/10/every-little-opportunity/ http://6elementssje.blogspot.com/2010/11/element-five-raising-awareness-my.html http://bridgidschildrensliteratureblog.blogspot.com/ http://pages.towson.edu/cholmes/similarities/lesson.htm http://www.ehow.co.uk/list_6397871_disability-awareness-crafts-kids.html http://www.teachpreschool.org/2010/08/book-and-activity-for-elmer-the-elephant/ http://www.scholastic.com/teachers/article/how-create-caring-classroom-community http://www.livebinders.com/play/play/5168 http://www.dcmp.org/guides/10070.pdf http://www.2care2teach4kids.com/preschool/themes/all%20about%20me.htm http://www.tolerance.org/activity/what-can-we-learn-box-crayons

24. Resources http://landofonceuponatime.blogspot.com/2011/08/library-daze-3-easy-strategies-to.html http://www.helpreaderslovereading.com/2009/03/ok-book-by-amy-krouse-rosenthal.html http://www.adainformation.org/doc/lp_disabilityetiquette.pdf